Education & Pedagogy

These conference proceedings on policies and practices for environmental futures are organized in four main sections: plenary sessions; interest-group sessions; resolutions; and recommendations. Among the topic areas addressed during plenary sessions are environmental education (EE) for the 1980s, a television correspondent's perspective of the environment, environmental and educational quality, and conservation education. Interest group presentations focus on topics and issues related to citizen organizations, elementary and secondary education, higher education (including the structure, status, and future of EE at The Ohio State University and a description of the Behavior and Environment Program at the University of Michigan), governmental organizations, industry and business, and youth organizations. The 17 resolutions introduced, debated, and passed are presented along with 36 recommendations focusing on: (1) the formation of a national center and regional demonstration centers for environmental education; (2) environmental literacy, i.e., targeting audiences and programs in reference to changes occurring in the EE community; (3) suggestions for strengthening both institutional and communications arrangements; and (4) information dissemination and electronics interactions to support EE organizations and programs. (BC)

This volume contains abstracts of 76 projects (most of which were conducted in Australia and New Zealand) concerned with programs for youth and with social and educational developments affecting youth. The abstracts are arranged in the following two categories: (1) Social and Educational Developments: Policy, Analysis, Research; and (2) Programs: Reports, Reviews, Evaluation. Summarized in the individual sections of the collection are projects dealing with the following topics: aborigines; adolescence; career education and counseling; education (funding, participation, participation and equity programs, and rural education); education and training; employment (cooperatives and job creation); family; girls and women; International Youth Year; migrant youth and ethnic groups; schools and schooling (curriculum development and languages in schools); social change; students; technical and further education; youth issues (employment, health, housing and accommodation, income support, institutional care, issues, policies, research, services, teenage pregnancy, transition to adulthood, and views and attitudes); and youth work and workers. Each abstract includes information on the source of the document and a summary of its contents. Subject and author indexes are provided. (MN)

This catalog, the seventh in a series of annual listings of special adult education projects, was developed to facilitate the exchange of programmatic information among adult education practitioners about projects funded by states under Section 310 of the Adult Education Act. This catalog contains 382 project abstracts from 46 states. The abstracts appear in the catalog under 19 subject categories: administration, adults with disabilities, adult basic education, adult performance level/life skills, assessment/testing, community linkages, corrections education, counseling, dissemination, English as a second language, employability, evaluation, general education development, high school diploma, recruitment, staff development, technology, tutoring, and women. Each abstract consists of a title, contact person with address and telephone number, program objectives, project description, funding, target audience, product, and evaluation methods. Four appendixes are included in the catalog. Appendix A lists project titles by category and states; Appendix B lists projects by states that funded them; Appendix C lists more than 180 products; and Appendix D indexes key words in project titles. (KC)

Educational outcomes are most commonly defined as the consequences of educational programs or as changes in individuals as a result of an educational program. Vocational education outcomes are those that occur specifically as a result of a vocational education program. The processes and criteria used to identify outcomes of vocational education programs vary with the purpose of the study. Criteria used in followup studies appear to be legislative requirements and information needs of a particular audience. Studies that focus on the identification of vocational education outcomes provide somewhat more information on actual processes used to identify the outcomes. Surveys and working conferences have been used to gain input from representatives of education and business and industry on appropriate outcomes. The literature that identifies vocational education outcomes can be divided into two categories: outcomes that have been identified and assessed in followup studies of vocational and/or nonvocational graduates and outcomes that have been identified as major vocational education outcomes in studies that focus on the process of identifying and assessing outcomes. Outcomes that have been assessed vary by study but generally include knowledge, skills, and attitudes. (YLB)

The educational systems of Southern African countries are described, and guidelines concerning the placement of students who wish to study in U.S. institutions are provided. Information is provided on educational levels (primary, secondary, and higher education); and types of programs (technical/vocational education, teacher training, and professional and adult education). Separate sections are provided for (1) the Republic of South Africa; (2) Botswana, Lesotho, Swaziland; and (3) Zimbabwe-Rhodesia. Specific topics concerning higher education include: admissions; grading systems; college transfer; exams; academic records; diplomas and certificates; undergraduate and graduate study; agricultural education, study at technical institutes; technical school diplomas and certificates; teacher training for different educational levels; health professions education; and other professional training (legal, engineering, architecture, accounting). Suggestions for U.S. admissions officers address concerns such as: students' English proficiency, differing standards among schools, diplomas and certificates, and transcripts. Supplementary materials include: a glossary, sample transcripts and diplomas, institutional profiles, and information on entrance requirements for technical programs and duration of technical training. (SW)

The educational system of the Commonwealth Caribbean is described, and placement recommendations concerning students who want to study in the United States are presented. After a description of primary education, the secondary education systems of Jamaica, Trinidad and Tobago, Guyana, Barbados, and other territories are discussed. Information is provided on the General Certificate of Education (G.C.E.) for secondary education, and the application of high school and G.C.E. subjects for admission to American colleges. Local examinations for the Caribbean Examinations Council and for Jamaica are considered. Teacher education degrees at the University of West Indies and the University of Guyana are covered, along with teacher training colleges, and individual programs in education at the different islands/territories. University issues are discussed, including governance, departments, admissions, degrees, credits, and examinations. Information on 29 institutions of further education and on 14 allied health professions programs is provided, along with details of qualifications for training programs in such areas as accounting, business, commerce, and technology. The placement recommendations cover school transfers, high school graduation, and educational certificates and degrees. (SW)

The experiences of seven European countries in the application of various manpower planning approaches and techniques to educational planning are compared. The countries are the Federal Republic of Germany, the German Democratic Republic, Hungary, the Netherlands, Poland, Romania, and Sweden. In four of the countries that have planned economies, the formation of qualified manpower is seen as a part of overall economic and social planning. In three of the countries that have market economies, greater emphasis is placed on adapting graduates to labor market needs after graduation. Attention is focused on the links between higher education, the labor market, and employment policy and, specifically, the issues involved in planning education that is concerned with satisfying both manpower requirements and the increasing demand for places in higher education. Reasons for and against manpower planning for higher education are described, along with a model for the review of manpower forecasting techniques. Instruments used to implement manpower-based plans for higher education are assessed. The following topics are also addressed: the growth of higher education since World War II, the changing role of higher education in Europe, the content of higher education, the role of lifelong learning, and female participation in college. (SW)

This report presents the results of surveys of Montana schools at all levels that offered business and office education subjects or units of instruction. Business education leaders from other states--representatives of the National Association of Business Teacher Education--were also surveyed. Chapter I is an introduction. Chapter II contains the major concepts/skills for business education subjects recommended by a majority of the business education community surveyed. Those recommendations not approved by a majority are also listed. Chapter III presents recommendations for course offerings at the various levels (elementary, secondary, junior high school, high school, postsecondary, college/university, adult). Fifty tables indicate the percentage level of recommendations for the specific subjects that should be taught at the particular level and the percentage level at which the subject is taught in Montana schools. Chapter IV is a summary of computer usage in junior and senior high schools in Montana. Chapter V contains a table that gives the percentage breakdown in comparing four schools as to whether a subject is taught separately or as a unit of instruction in a subject, presents conclusions summarizing recommendations for subjects to be offered at various levels, and offers recommendations. (YLB)

The evolution, present status, future directions, and external forces affecting health professions education are reviewed in this 25 chapter book. Guidelines are set forth for sound practices and policies for innovative and responsive health care. The authors assess how major economic, social, political, demographic, and technological changes are revolutionizing the health care system and creating a need for new priorities. They detail ways that the major health fields (medicine, dentistry, pharmacy, nursing, allied health, and public health) have changed over the last two decades. Using data from educational research, they examine benefits, drawbacks, and impacts on practice of new approaches to admissions, curriculum, instruction, student evaluation, and faculty development. Specific policy recommendations are offered for academic health centers to meet critical challenges. The chapters are grouped in the following four categories: (1) trends and priorities in health professions education; (2) research on health professions education: findings and implications; (3) forces for change in health professions education; and (4) policy recommendations for improving health professions education. The book is indexed and contains extensives tables and references. (LB)

The purpose of a study was to determine the views and perspectives of Wisconsin vocational educators on various aspects of the preparation and development of vocational personnel. A questionnaire was designed to collect information on views of the definition of vocational education, preservice preparation of vocational personnel, continuing education, and certification and licensure. Questionnaires were returned by 824 secondary school personnel, including school administrators, guidance counselors, local vocational coordinators, presidents of vocational professional organizations, and state agency personnel. Respondents gave a high level of agreement with the definition, the responsibility, and the mission of vocational education. Of the 17 skills, competencies, or understandings ranked for completion before completing initial training, the five most important dealt with analysis and development of appropriate curriculum; understanding of new instructional technology, equipment, and methods; awareness of emerging technology; indepth knowledge of vocational discipline; and understanding of vocational education's relationship with career development and general education. Of six activities in the area of continuing education, respondents indicated that regular participation in professional development programs was most important. Of the six items dealing with vocational certification and licensure, the need to understand vocational education was ranked most important. (Thirteen recommendations are made for all levels. The survey is appended.) (YLB)

A survey conducted in 1983-84 of American Association of Colleges for Teacher Education member institutions sought information regarding teacher education policy and organizational/structural practices. Questionnaires contained four questions about institutional characteristics, and five questions about general organization for teacher education programs, one of which concerned the locus of responsibility for offering selected courses, advising students, and supervising student teachers in six program areas. Statistics were tabulated and responses analyzed for each of the questions. Findings indicated: (1) teacher preparation is decentralized and complex across the nation; fluctuating supply and demand, geographic mobility among students and graduates, and an evolving view of appropriate components contribute to significant commonalities in teacher education programs; (2) teacher preparation involves faculty from throughout the college/university, thus teacher preparation is an institutional function; (3) only 46 percent of institutions have separate programs of general education for teacher preparation; (4) policy responsibility lies with education professors in 58 percent of the institutions; and (5) teacher preparation program control is a shared responsibility in varying, complex ways and to varying degrees in higher education institutions. Recommendations for improvements for teacher preparation programs are suggested in a discussion of the implications of the findings. (JD)

Since the states of the Federal Republic of Germany enjoy autonomy regarding all educational matters, coordination is ensured by various commissions and ministries. Compulsory full-time education from ages 6 to 15 is followed by compulsory part-time release until age 18. Education is divided into primary, lower secondary, upper secondary, and higher. The basic system of vocational education and training is the Dual System, under which a young person on a training contract or apprenticeship receives vocational training in the firm while attending a vocational school. The upper secondary system is divided into vocational schools and general education and "mixed-type" schools. Adult Education Institutes provide a wide variety of leisure, cultural, and vocational studies. (Brief overviews are offered on teachers, examinations, and curriculum coordination.) The country has responded with five sets of measures to solve the problems of the transition from school to working life: the curriculum component, learning about the world of work, vocational guidance, the vocational orientation year, a basic vocational training year, and apprenticeships. Problems of the 1980s include graduate unemployment and need for labor force flexibility. Appendixes include a typical plan of the states' educational systems, a glossary, and background information on the country. (YLB)

This report details the history of making higher education available to young workers and peasants in the USSR since the October Revolution of 1917. The paper is organized into six sections. The first section introduces the paper and outlines the educational system in the Soviet Union, especially the types of higher educational institutions. The second section explains how illiteracy was eradicated in the USSR during the 1920s and 1930s--a necessary prelude to making higher education accessible to young workers and peasants. In the third and fourth sections, the history of preparing young workers and peasants specifically for higher education is narrated, with emphasis on factory schools, houses for the communist education of youth, and the "workers' faculties," which were created and flourished during the 1920s to 1940s. The final two sections of the report explain what has been done from the end of World War II to the present to help poor youth gain access to higher education, such as providing access to preparatory departments of higher schools and other forms of preparation and selecting school leavers for admission to higher schools (universities). (KC)

Hearings on proposed changes in Title IV of the Indian Education Act were held in Washington, D.C. on February 22, 1983. Witnesses representing American Indian tribes and students presented testimony regarding the Administration's proposed rescision and subsequent elimination of Title IV programs in fiscal 1984. Representatives of the National Congress of American Indians, United Indians of All Tribes Foundation, National Urban Indian Council, Association of Contract Tribal Schools, Mississippi Band of Choctaws, All Indian Pueblo Council, Navajo Tribal Council, Robeson (NC) County Schools, Tribal Education Department of Fort Belknap (MT) Community Council, Zuni (NM) Public Schools, Tulsa (OK) Public Schools, Minneapolis (MN) Public Schools, Coeur d'Alene (ID) Tribal School, Native American Graduate Fellowship Program at Montana State University, and the Office of Indian Education unanimously opposed the proposed changes. Witnesses discussed American Indian education needs assessments, parent participation in Indian education, school district budgets, the difficulties of educating minority students in public schools, educational services provided under Title IV, the need for the continuation of Title IV, and the possible effects of the termination of Title IV. (SB)

This paper provides an overview and assessment of Secretary Bennett's "bilingual education initiative" of 1985 including his intention to seek regulatory and legislative changes in the 1984 Bilingual Education Act. Following a brief introduction, a summary of the Federal statutes, policies, and proposals which have shaped policy on bilingual education over the last decades is presented. An overview of the Reagan administration's bilingual education proposals from 1981 through 1985 is included. Finally, the implications of the Bennett proposals and the recommendations of the National Council of La Raza for the future of bilingual education are presented and discussed. In brief, the paper asserts that Bennett's proposals would reduce the amount of Federal guidance and financial support for bilingual education. If implemented, it is argued, these proposals would deleteriously affect the extent and quality of educational opportunities available to limited-English proficient children (the majority of whom are of Hispanic origin). To avoid this outcome, the paper recommends that the Department of Education fully implement the terms of the Bilingual Education Act of 1984 and provide additional funding for programs operated under Title VII of the 1964 Civil Rights Act, especially the Special Alternative Instruction Programs and the Family English Literacy Programs. (KH)